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Mathematics Education and Torres Strait Islander Blocklaying Students: The Power of Vocational Context and Structural Understanding

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اقرأ أكثر حفظ في قائمتي
  • معلومة اضافية
    • Contributors:
      Woo, J; Lew, H; Seo, D; Park, K
    • بيانات النشر:
      The Korea Society of Educational Studies in Mathematics
    • الموضوع:
      2007
    • Collection:
      Queensland University of Technology: QUT ePrints
    • نبذة مختصرة :
      Torres Strait Islanders (TSIs) are Australian Indigenous people whose lands comprise the Islands between Australia and Papua New Guinea. As a consequence of past government policies, they share with Aborigines social disadvantages (Fitzgerald, 2001) that lead to mathematics underperformance and limit education, employment and life chances. This paper reports on an action-research collaboration between our research team and a vocational teacher to enable mathematically-underachieving TSI adult students to meet the requirements of a blocklaying course. It discusses Indigenous vocational mathematics, describes the theories behind our VET Project and the findings of the blocklaying collaboration, and reinforces the importance of vocational contexts and structural understanding (Sfard, 1991) when teaching vocational mathematics.
    • File Description:
      application/pdf
    • Relation:
      https://eprints.qut.edu.au/14363/1/Mathematics_education_and_Torres_Strait_Islander_blocklayong_students__The_power_of_vaocational_context_and_structural_understanding.pdf; Cooper, Thomas, Baturo, Annette, Ewing, Bronwyn, Duus, Elizabeth, & Moore, Kaitlin (2007) Mathematics Education and Torres Strait Islander Blocklaying Students: The Power of Vocational Context and Structural Understanding. In Woo, J, Lew, H, Seo, D, & Park, K (Eds.) Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education. The Korea Society of Educational Studies in Mathematics, Korea, pp. 177-184.; https://eprints.qut.edu.au/14363/; Faculty of Education
    • Rights:
      free_to_read ; Copyright 2007 International Group for the Psychology of Mathematics Education (PME) ; This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au
    • الرقم المعرف:
      edsbas.38920EC9